Teenage Boys: Non-readers to Reading Enthusiasts
An Honors Thesis (HONRS 499)
by
Krista Cobb
Beth Dahon, thesis advisor
Ball State University
Muncie, Indiana
December 15, 2003
Graduating December 2003
Abstract:
Boys enjoy reading less and are less skilled in language ability than are their
female peers. This division in reading ability is reversible, but needs to be addressed
while the boy is still young-before or during middle-school age-----to be most effective.
One useful genre of book to combat this problem is literature of the American West,
since many boys are interested in historical information as well as the means of
storytelling western writers use, such as adventure, humor, and young protagonists.
Librarians have a key role in helping boys to enjoy reading through the programs they
offer and the organization and collections in their libraries. In this paper I discuss the
problem of boys not enjoying reading and address how to solve the problem with western
literature and the help of a library and its librarian.
Acknowledgements:
I would like to thank Beth Dalton for all ofthe help and support she has provided
with this project. Her ideas, editing, and encouragement were invaluable.
I would also like to thank my husband and son for allowing me the time to finish this
project and a computer to work on----most of the time.
Dr. Fisher was also helpful with his knowledge of westem literature that he was always
happy to share.
2
Introduction
On November 29, 2003, I delivered my fITst child, a son named Silas. My
husband and I learned that he was male less than halfway through my pregnancy, so I
then began to think about raising a son. The enjoyment of reading is a high priority for
our family, so I began to wonder how I could enhance Silas's learning and enjoyment of
literature. Thus, I decided to do my senior Honors thesis on research for helping all boys
enjoy reading, particularly those boys who are middle school age, since that is the time
that both of my brothers began to dislike reading.
I wanted to learn what the differences actually are between boys' and girls'
reading ability and then learn how to best remedy any deficiencies. I am interested in
becoming a librarian after my children are grown, so I decided to research how to attract
boys to a library as well as find out how librarians can encourage reading in boys. I had
ideas of my own before beginning this project and the research helped solidify how I
want to raise my son and educate others when I become a librarian.
To narrow my focus I thought about what topics I fett boys would find
particularly interesting. I rea1ized that western literature included most ofthe topics that I
could think ot: such as adventure, non-fictio~ historical
fictio~
and action. My father
and brothers also influenced my decision for a focus since they all enjoy western
literature; my father will read nothing else, a habit he has had since he was a young boy_
By concentrating on western literature I can best discuss how a library can help boys as
well as recommend timeless literature that middle school aged boys would enjoy.
Another way I decided to narrow my topic was to focus on smaJllibraries since I
anticipate living in a small town when I become a librarian. I also think that small
3
libraries often need more help than do larger ones since they have fewer employeesto
help to attract young readers. I toured the Parker City Library, a library run by the Parker
City chapter of the Psi Iota Xi sorority without a trained librarian on staff. By using this
library as my framework, I could make recommendations to the sorority and help the
sorority members to see new ways to attract boys to their library even with a limited
budget and a staff of volunteers. I presented my findings to the sorority November 4,
2003.
4
Outlining Gender-Based Reading Problems
The ability to read is arguably the most important skill learned in a school
environment since reading is involved in virtually all aspects oflife, from driving to
cooking to researching. While most students learn to read., many do not enjoy readingespecially males. The type of reading that males prefer is not encouraged by teachers or
librarians, and without being able to read something they enjoy, boys often refuse to read.
The enjoyment of reading is also important to reading continuation. If a student does not
enjoy reading, he or she will not retain knowledge from a book and may even choose not
read other literature.
My eleven-year-old twin brother and sister are prime examples of how a reading
program in a library fails for the male gender while succeeding for the female gender.
The program that Indian Creek Intermediate School uses is called ""Reading Counts."
Many books in the library have a tag on the spine indicating what level they are for the
test that the students must take after reading the book. The test is multiple choice and the
students must correctly answer eight out often questions to pass and then be awarded the
points for that lx>o~ which they can trade for prizes.
While this may seem like a good way to encourage reading, books that boys like,
such as informational texts, are not teste~ and the tests may even be written in such a
way as to focus on points that interest females. When Shane was asked about this
program he said, ""Reading Counts makes me want to read because of the prizes but I
can't ever pass the tests so I get mad. And if I don't have enough points, the librarians
won't let me check out what I want to read like the Guinness Book of World Records."
The scores that the twins have acquired also speak volumes of how the test is written; at
5
the time of the interview Shane had only eighteen points while Kalee had eighty-seven.
When tested in other ways, the twins are not so far apart in intellectual ability as they
seem to be from these scores. Kalee chose books that awarded her more points, since
those are the type that she enjoys and Shane tended to pick books below his level that he
is not at all interested in merely to try to get points so that he is able to read what he
would like to read in his spare time.
Generally males, such as my brother, enjoy reading less than do females of
comparable age. This is especially true for middle school-aged boys, who tend not to
read much for pleasure. However, there are many tactics that can aid the appreciation of
reading. Since learning begins at home, a parent can have a great deal of influence on his
or her son in many ways. Today's teenagers do not spend all of their time at home, and
are also influenced by teachers and librarians; there are many tactics that those parties can
use to accelerate the love of reading in boys.
The difference in literary abilities is not as widely known as the perceived gap
between the genders in mathematics. However, "the Educational Testing Service reports
that the gap in writing between eighth-grade males and females is more than six times
greater than the differences in mathematical reasoning" (Cole qtd. in Smith and Wilhelm
1). There has been an emphasis in education in recent years to attempt to persuade girls
to pursue careers in science and mathematics, fields that are generally disregarded by
females. Yet if there is a much more significant gap in knowledge between boys and
girls in the field of language arts, this is an area that needs to be focused on as well. It is
much easier to fmd research on the disadvantages girls face in education and other
disciplines, yet the sad fact is that boys are being ignored. If the goal for education is
6
equality, both sexes should be helped to flourish in areas in which they struggle; for boys
this is in the field of reading.
Most people would accept that boys, especially once they reach the middle-school
age, tend to read less than their female cOWlterparts, but do not realize when this gap
begins. According to two fonner high school teachers and current Wliversity professors,
"A variety of research shows that boys learn to read later than girls and never catch up"
(Smith and Wilhelm xix). This shows that there has been a gap in reading ability or
desire from the time that children learn to read, as early as age four or five, and continues
throughout their lives. This places a great challenge on parents, librarians, and teachers
to address this problem and make a special effort to encourage reading in boys through
any effective means, since proficiency in reading aids development and helps the
individual to function well in society.
The gap in language arts extends beyond reading abilities alone; there is also a
wide gap in writing ability. ""In 1985, the International Association for Evaluation of
Educational Achievement investigated writing achievement across fourteen countries and
found that "gender by itself or in combination with certain home variables was the most
powerful predictor of performance m and the differences ""generally increased with age"
(Purves qtd. in Smith and Wilhelm 2). Language arts problems in boys is obviously a
world-wide issue, and since the differences increase with age, they need to be addressed
while boys are young.
Furthermore, ooys ''trail girls on almost every literacy measure in every COWltry
and cuhure from which data is available. They are particularly behind when it comes to
reading novels and extended forms of narrative fiction-the kind of reading that counts in
7
most language arts classes" (Smith and Wilhelm xix). If this is the case, and all research
seems to agree including research that Elaine Millard, a lecturer in education at the
University of Sheffield and former secondary school teacher, cites of "an Australian
survey ofl94 16-year-old students [which] found that 41.6 per cent of the boys chose not
to read fiction, as co~ with 19.3 per cent of the girls," (13), boys are at a distinct
disadvantage, one that sbould be addressed quickly to help boys to reach the standard that
girls have set in literacy. This survey dictates that teachers sbould offer other types of
literature in the classroom that appeal more to boys.
Since it is narrative fiction, particularly the novel, that is challenging to boys,
educators and librarians must find what boys will appreciate and encourage them to read
what they enjoy, eventually progressing to reading extended fiction. Another option that
could be attempted is to change what is being taught. A teacher would not have to
completely change his or ber reading list, but add what is interesting to boys, particularly
000- fiction,
to promote reading enjoyment in boys. While this may seem like a daunting
task, it is actually quite easy to find
000- fiction,
or even short fiction for boys to read.
Other scholars report numerous findings that hinder boys' enjoyment of reading
by boys. Michael Smith, a high scbool and university level award-winning teacher,
gathered research regarding trends found in boys' reading and briefly summarized his
resuhs. Some of these include tbe fuet that "boys don't comprebeud narrative (fiction) as
well as girls, boys have much less interest in leisure reading than girls, boys toud to think
they are bad readers, and, if reading is perceived as feminized, then boys will go to great
lengths to avoid it" (Smith and Wilhelm 10-11). Each of these findings shows how
difficuh it may be to get boys to enjoy reading, and even to comprehend as girls do in the
8
case of narrative fiction. With much patience and creative thinking. however, these
obstacles can be overcome to create readers from boys who would otherwise avoid
reading. For instance, if boys think that they are bad readers, once they are sbown that
they are not-perhaps by reading aloud with a trusted friend or aduh-they will change
their perceptions about themselves, helping them to begin to r~ which allows other
challenges to be addressed.
Once a boy begins to think of himself as a reader he might be deterred by other
false assumptions of reading. Sadly, more research agrees that reading is perceived as
feminine. "The OFSTED (Office for Standards in Education) report 'Boys and English'
1993 snggests that this early feminizing influence can resoh in tbe formation of uuhelpful
or damaging attitudes towards English in adolescent boys" (Lucey and Walkerdine 39).
If a boy thinks that his newfound enjoyment of reading is seen as feminine by his peers
he will be more likely to once again reject reading, this time due to others' perceptions
rather than his own.
The media also contnbutes to the feminization of reading In 1994. M.R
Cher!and, a wrher and researcher of gender-based reading styles, sttulied images of
reading presented in various media, including library and reading campaigns, and found
that the images were almost entirely of females reading in private situations or with other
females (Smhh and Wilhehn 12). This seems an easy deterrent to fix, and attempts have
been made to make males more of a focus in library posters. A librarian should ....buy
every ALA Read poster featuring a male" (Jones 3). Teachers and librarians sbould
make sure to post these pictures of boys reading to passively change conunon perceptions
that reading is a feminine task. If such posters carmot be found, the teacher or librarian
9
should make sure to provide living illustrations ofooys or men reading, by making
examples ofteachers, coaches, or students. This will allow other students to see that a
male enjoying reading is not odrL nor is it something only girls do.
A national survey conducted as part of Young Adult Library Services
Association's (Y ALSA) 2001 Teen Read Week celebration netted more evidence about
what ooys see as obstacles to reading. One question on the survey asked, "If you don't
read much or don't like reading, why?" The top three responses in order were:
"ooring/not fun" 39.3 percent, '''no time/too busy" 29.8 percent, and "like other activities
better" 11.1 percent. (qtd. in Jones and Fiorelli 2). Once teens are shown that reading is
not ooring and can be quite fun, the largest deterrent is gone. Teens can be shown that
reading is fun when an adult shows interest in a particular book and then begins to read
with the teen, asking for opinions from the teen about the book. "Sometimes the reading
will hook, sometimes not, but discussion at the end of the reading will reveal clearly
whether to go ahead or to try a different book" (Kropp 150).
While it is obvious that boys are at a distinct disadvantage when it comes to
reading, there is hope. In ImI1y cases, a particular boy may not dislike reading in general,
even if he thinks he does; he may only dislike the types of reading that he has been asked
to do. He may be disappointed in reading that focuses on character sketches or glimpses
into someone's life, since ooys seem to desire to learn something practical while reading.
Many boys will immerse themselves in a video game magazine that will teach them to
win the particular game or to build their own video game system This type of reading is
not encouraged by most teachers, and so a boy will read these things outside of class,
10
thinking that he is not really "reading" because the type of reading that he is doing has
never been shown to him as legitimate.
Another type of reading that boys seem to prefer is informational reading.
Millard cites the case of a boy who suddenly stopped choosing fiction at age ten and
began to read exclusively from the farm journals that his father read. When he had to
read fiction again he began to respond differently because of his new orientation toward
"fmding out" and "gathering information" which he had adopted from his futher (qtd. in
Smith and Wilhelm 12). This focus by many boys may explain what boys expect from
reading. In the case of this particular boy, he was able to apply his newfound love of
gathering information to fiction reading. When their most-enjoyed focus can be
transferred into fiction, they will begin to enjoy that genre as well. However, a teacher or
librarian should encourage and allow informational reading to be enjoyed on its own.
The same is true for technologically-based computer literacy. Many boys, as well
as girls, are extremely adept at computers and will sit in front of a monitor for hours.
Though they think that they are merely "surfmg the net" rather than doing anything
literary, they are truly reading. Alloway and Gilbert, writing in 1997, argue that many
boys have literacy skills which are not recognized in the classroom, but are ones that are
potentially powerful in the communication technologies of the future (qtd. in Lucey and
Walkerdine 40). These skills are necessary for the increasingly technological age in
which humankind lives. Boys do not realize that they are learning necessary skills while
sitting in front ofa computer. They may begin to view other literary tasks as more
interesting if they realize that they are essentially reading whatever appears on the screen.
This reading may be in a different format than they are used to, since it includes co lorful
II
graphics and interesting fonts, but they are reading as surely as someone sitting next to
them with a novel in his or her hands.
12
How Western Literature Can Help Solve the Problems
Since boys lag in reading ability, teachers, parents, and librarians need to find
what types of books boys do enjoy. Types ofIiterature that male teenagers will read
include realistic young-adult literature and nonfiction, including biographies as well as
rooks on their interests (Kropp 133). Through the genre of the American West, some of
these requirements can be met to interest boys, since much of western literature is
historical, either in fiction or nonfiction format, and most is adventurous, another feature
that appeals to boys.
The western genre is a type of book that will interest most boys for many different
reasons. Some boys wi11like them because they help the reader to find their identity
through the protagonists' struggles, or because they can identifY with a young assertive
narrator, a characteristic many westerns have. Other roys may like the violence and the
use of humor. Westerns also define what it means to be male, partiCUlarly the heroic
male, and female, which helps with the readers' search for identity The action invo Ived
as well as the historical aspect in fiction and non-fiction will attract boys. Whatever
reason these boys become interested in westerns, their interest should be cultivated and
encouraged.
An objection some educators may have when thinking of westerns is the lack of
currency of classic westerns. However, a survey of students in grades six through eight
conducted by Kathleen Isaacs shows that teens do not care about publication dates when
choosing a book to read and listing the books they preferred. "Perhaps the most
astonishing results ... was the age of the books these students read most often. Over half
their top twenty ... were books published before 1980" (qtd. in Jones 103). Since most
13
westerns were written before 1980, some even one hundred years prior, this survey result
caIrns any fears that one may have of teens not being interested in westerns because of
the age of the book.
There are many classical western writers whose work is appropriate and enjoyable
for teenage boys. One such author is Louis Lamour, one of the most widely read authors
in contemporary times. He wrote many books, including the popular Sackett series, and
even had collections of stories published posthumously. Larry McMurtry is another
author that teen boys can enjoy. He wrote many books such as Boone's Lick and several
series books. He has books that have young characters as well as more advanced novels,
such as Lonesome Dove, that teens can progress to as they age. Zane Grey is a very
popular author of western literature that boys enjoy. There are many more authors that
boys can read for enjoyment, but these three are accessible to teens and each has many
titles so a teen can continue to read an author in which he takes pleasure.
One especially appropriate collection of westems for teens is Long Ride Home by
Louis Lamour. Begirming with the very first story, "The Cactus Kid Pays a Debt," one
can see how appropriate this collection is for middle-school aged boys. The first
attraction will be Cactus Kid's age; though it is never told exactly, there are many
indications that he is quite young. He is referred to by several people as ""young man"
and the physical description ofhim paints him as a short, compact fellow who most think
is younger than he is. They look down on him for his age, thinking that he can be no
threat if he is young. This is something that middle-school boys can identify with.
Middle school is an age at which boys are typically shorter than girls and many aduhs
treat them as children, though they are close to becoming adults.
14
Through the example of the Cactus Kid, boys see that they can outsmart older
people and gain respect, even though the Cactus Kid seems boyish. The Cactus Kid
discerns who is cheating him at poker simply by looking at their eyes. He proceeds to
stack the deck for himself when he is dealing to take the money and admiration of the
villains. While this may not be an honest example for boys to follow, they enjoy seeing
that young people can be wiser than their elders. Also, if the readers become fond of the
Cactus Kid in this collection, they may choose to read other Lamour collections, since
most ofrus other short story collections contain a story about this character.
Most of the other Lamour stories have young protagonists, so that the reader sees
the mistakes they make at fIrst and then can see the maturation of the characters into
respected western heroes. One such man is Shandy in "Shandy Takes the Hook." At the
beginning of the story, Shandy is proJXlsitioned by a man called Nichols to assist him in a
cattle buying and selling expedition. Shandy tells him he has little rooney, but Nichols
sees that he has a large roll when Shandy pays for his room Shandy has not yet learned
to keep his money hidden and when Nichols asks for one thousand dollars, Shandy tells
him that he has only five hundred, not knowing who Nichols is or ifhe can be trusted.
Nichols steals his money and then Shandy learns his partner is actually named Abel, not
Nichols. Shandy eventually fmds Nichols and gets his money back, learning how to act
in the West in the meantime. These types of mistakes are similar to any mistake a boy
might make as he is growing up, and reading about a character who makes the same
kinds of mistakes will encourage him that he too can learn from his mistakes so he will
not be duped twice.
15
Just as Nichols is not who he pretends to be, many other characters in Long Ride
Home have changed their identities to suit their purposes. Sometimes another character
will know the true identity of a character, but many times the other person will not. The
men that change their identities, do so by merely changing their names. This may not be
so easy for a middle grade ooy to do, but he can, as many do, experiment with
nicknames. However, even with the new name the characters are many times discovered
by another character. One man in the short story "That Triggemometry Tenderfoot" by
Lamour, changed his name and even his profession from rodeo clown to teacher, but was
still recognized by his riding style. Middle school is a time when ooys first start
searching for their identities. According to the Palo Alto Medical Society, ....Preteens and
teens begin to form their identity by exploring different clothes, hairstyles, friends, music,
and hobbies" ("Teenage Growth" n. pg.). In the coming years they will most likely try
out several personalities before claiming one as their own. These examples of men who
successfully become someone else for a time show the readers that it is normal to search
for an identity, but that eventually who they really are will catch up to them and then they
can be the people that they can be to the world.
The man who passed himself off as a school teacher in ....That Triggemometry
Tenderfoot" can also be an example to ooys in that he is scho larly even though he is
ridiculed for being so. So that the other characters would not know that he used to be a
rodeo clown, he acts like a newcomer to the West, doing such stupid things as wanting to
pet a longhorn, which earns him much ridicule. Though he is a tough man, he looks
oookish, something that ooys who read can see as an example of a man who is strong and
yet enjoys reading. It also does not hurt that Brady receives respect in the end, by
16
revealing who he used to be, marrying the girl in the story, and outwitting those who
attempt to steal his land.
Boys enjoy laughing and having fun, and humor can be found readily in most
western literature. Larry McMurtry, an author that teens can keep reading into aduhhood
since he writes books for younger and older audiences, writes humorously. He wrote a
comic relief character, named Grandpa Crackenthorpe in Boone's Lick. Almost anything
that Grandpa says or does is funny. For instance, he has been arrested more times than be
can count for urinating in public because he cannot get to an outhouse. Whenever the
situation gets tense in the nove~ he says he needs to go hWIt panthers. though neither of
the two boys in the story has ever seen a panther in their lives. There are also humorous
comments made by other characters, such as when the sheriff conunents that he does not
want the two boys he takes on his posse to be killed because he does not want to be on
their rna's had side. One oftbe boys, Shay, says that he'd rather not be dead. This
humor adds to the story by making it more interesting to readers, especially boys who
enjoy being entertained by their reading.
This novel also illustrates the violence that is inherent in westerns and important
to boy readers. While on the hunt for the had characters in the book, the protagonists are
ambushed. They will not shoot to kil~ even though they could justllY tbe killing; they
only shoot the horses out from WIder the riders to scare them off. This is sufficiently
violent, especially since tbe had people are hurt when their borses go down, but is not
overly violent, with respect to most other violence boys are exposed to daily. By
including violence, boy readers are appeased. Michael Smith interviewed a young man
named Barnabas about why he enjoyed reading about violence. He said, that ifthere was
17
no violence in a text it would not be:fun. He compares literature to wrestling, concluding
that the WWF would be remiss, not to mention boring, to leave out all violence (qtd. in
Smith and Wilhelm 156). This teen shows that violence is a major component in other
areas of interest in their lives-in this case wrestling but also in tmny video games that
boys enjoy. Westerns provide violence, yet there is always a reason for it-as long as it
is done by the protagonist-and this will provide an acceptable way for boys to view
violence while having a clear example of what is an appropriate time to use their
knowledge of violence. The cowboy code, inherent in westerns, says that cowboys will
never harm a woman or animal, and will only harm a man if their own life or someone
else's life is in danger. This code is also moral: a cowboy must never shoot someone in
the back, and the victim must bave the opportunity to fight back and must be aware tbat
the other person is willing to fight.
One surprising advantage that western novels can have is a built-in example of
male reading. Owen Wister wrote the classic The Virginian. which praises male
education and enjoyment of reading. It even exposes some preferences that male readers
bave. When he was given a book by George Eliot he complained tbat he did not enjoy
the book because the characters talked too much and did not get things done as he would
have liked. When he liked a book, which was most of the time after his preferences were
made known, he carried the book with him for a long period, bringing the cbaracters into
most conversations that he had. Another example can be found in Louis Lamour's
Daybreakers. Both main characters. Tyre1 and Orrin, decide that reading is important and
they must be educated to succeed. Tyrel enjoys his reading so much that he stays up late
when he should not to learn more. He speaks of paperbacks that were given to cowboys
18
and that were so popular that "many a cowhand had read all three hundred sixty of them"
(Lamour 129).
Masculinity is an important issue for all western literature. The cowboys fIt the
description of a heroic character, a tradition that can be traced to the most ancient of
texts. A teacher should use westerns in a classroom since ''the point of their inclusion
would be to show how masculinity is constructed by the narratives, rather than a simple
acceptance of the 'heroic' image" (Millard 161). Perhaps publishers have reached the
same conclusion,n since Oxford UP has produced a new range of old popular literature,
including Zane Grey's Riders ofthe Purple Sage. "The heroes of the powerful myths and
legends that have sustained literature and whose fragments litter the narratives of the
comics, cartoons, and video games as well as the stories of the great adventurers, are rich
sources of images of masculinity" (Millard 161). The definition ofa hero is something
that can be admired by boys since they see other examples in their day to day lives on
television, video games, and comics. This masculine characteristic of heroism can be
dissected by a classroom or group of boys to see if the goal is attainable, and even if not
if they should try to reach for some of the characteristics they can find, such as chivalry,
honesty, and fairness to all in their own lives.
Along with a deep sense of masculinity, Riders of the Purple Sage also offers an
example for how women are treated in western novels or film. Women must be
upstanding citizens, pure in every way, unless they are unspeakably evil. The two
women characters in Grey's work are Jane and Bess. Throughout the novel, Jane is a
marvelous person. Ahhough her religion, Mormonism, is ridiculed, she is the one
19
upstanding woman who will help anyone that she can and trusts in the goodness of all,
even those that are reputed to kill al1 Mormons.
Bess fits into the other category at first, since the reader sees her as a "masked
rider" for the worst rustler in town. At this point the reader can compare the two women
and see how wonderful Jane is and how terrible Bess is, until Bess is revealed as an
innocent later in the book and then she, too, is a pure woman; "not only was she not bad,
but good, pure, innocent above all innocence in the world--the innocence of a lonely
girlhood" (Grey 217). This might show boys that girls have problems with their
identities, too, and will surely show them that women have ideals to live up to that are
impossible to reach, even if the characters can attain them
Another type of western literature that boys enjoy besides fiction is western nonfiction. Non-fiction alone interests boys, particularly if it is recreational, informational
(such as about changing bodies and lives), or educational (Jones 133). Boys will often
read informational texts when they will not read anything else, and will want to use the
time that they are reading to learn about something that they are interested in. Since
history is a fascinating topic to many boys, western non-fiction can satisfY their
enjoyment for educational texts. Boys will not read all non-fiction; to appeal to boys a
book must be current. organized well (straightforward with charts and graphs). and have
a format that is not childish (Jones 138). Many western non-fiction books can fulfill
these requirements set by boys.
For those students who enjoy true history written in an enjoyable style, Landon Y.
Jones has edited tbe jouroals of Lewis and Clark to make The Essential Lewis and Clark.
This slim account of the journey of the Corps of Discovery focuses more on the human
20
side of the triP. but it does include frequent discussions of the scenery as well as
interesting animals that the expedition discovered. The phonetic spellings will intrigue
some boys, since most people would not think that two such noble characters of history
would spell "watermelon" as ''watermillion'' or ""mosquito" as '"muskeetor".
Once the spelling can be enjoyed or overlooke~ the story of the travel is amazing
to read first-hand from the two leaders. Indians are met and placated with trinkets, tough
trails are forged, and impossible feats are accomplish~ such as falling over a cliff and
yet somehow grabbing a root and holding on so that life was spared. The account of
Lewis being shot by one of his own men is humorous as written because it is treated so
succinctly and matter-of-factly by Lewis himself. Many of the other entries are
humorous, yet all of the account is remarkable to read. These men were amazing for
surviving such harsh conditions with no worse injuries than Lewis's bullet in the upper
thigh.
Other non-fiction material that boys will enjoy includes historical oooks of the
west, books about certain locations in the West, or books that are about a topic that boys
fmd interesting such as cowboys. A book that has pictures to enjoy and offers actual
history, is Beyond the Mythic West by Stuart Udall. The book The Modem Cowboy by
Jobo Erickson is a small book, that might interest boys just beginning to enjoy reading; it
is told in diary format and also includes pictures of what it is like to be a contemporary
cowboy. Another book on cowboys is The Negro Cowboy by Phillip Durham which
would interest African American students in particular. If a reader is interested in a
certain state, there are books on cowboys in most western states such as The Roll Away
21
Saloon: Cowboy Tales or the Arizona Strip so that a boy could learn about being a
cowboy as well as about the state that interests them
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Creating a Boy-Friendly Library
A place to find westerns, and receive guidance in selection of materials is in a
library. Librarians work hard to interest teens in reading. Unfortunately, many of the
tactics that they use are counterproductive for boys. A library must switch the focus from
prizes to enjoyment for itself: since using gimmicks, such as a party for the students who
read the most or tangible rewards for reading vast quantities, ''that reduces reading to
merely a task" (Kropp 154). Even students that seem to be thriving under such a program
may only be reading for the prize and not for the enjoyment of reading. Fortunately there
are many things that a librarian can do to encourage reading without a gimmick.
If a certain teen is not interested in reading altogether. there are many other
options to interest him in reading. A great idea is to plan a library program designed to
encourage boys' attendance. This program could be a reading discussion group, but
something to attract non-readers would be to have a program that on the surface does not
involve reading. Patrick Jones, librarian and writer of many how-to books on library
organization as well interesting ooys in reading, suggests, for example, "a martial arts
demonstration and workshop, but make sure on every chair in the meeting room is a book
or magazine about the subject" (3). He also suggests Kirsten Edwards' Teen Library
Events and RoseMary Honnold's 101 + Teen Programs That Work. Planning a program
for boys is not difficult to do, and is a great way to reach many ooys at one time, and
hopefully will interest several in reading about the topic presented, and then reading other
books as well.
Since most teens love movies, a program that would attract teenagers would be a
movie night. Any type of movie that can be connected to a book or genre would be
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worth the program, but there are specific examples that would work for western
literature. Old televisions shows, such as Hopalong Cassidy or The Lone Ranger are
humorous and should attract reading in the western genre. A tip from my father, Larry
Abel, an avid reader of western literature and viewer of western films, for such shows is
to read short passages from the hook hefore or after the film so boys can hear the
description involved in the writing and will be more inspired to read based on the
television program. John Wayne classics would be interesting to teen boys, especially if
there are comfortable chairs or heanbags and lots of popcorn. A movie night would he a
very cheap program since the library might already own the video, and if not can add it to
their collection after viewing.
Another idea for a program that would interest boys would be to teach ooys how
to lasso or do other rope tricks. This would obviously need to be held outside so weather
is a consideration when planning this program. It would not be very difficuh to find
someone in or near most communities who knows how to use a rope. If not, there are
books such as Lots of Knots: Learn How to Tie 10 Cool Knots! by Ian Boyd on the topic.
Librarians should be sure to recommend western books that involve roping in some
fashion. William Pollack found that one way to help boys share their deeper thoughts
and feelings was through "action ta1k," which means talking while heing engaged in an
activity (47). Therefore, the program presenter or mediator should provide some history
for the boys while they are learning rope tricks, and should even read some examples of
western literature aloud so that they will he inspired to continue to read about what they
have jns! learned.
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A librarian can also work on the collection that he or she has to encourage
reading. While westerns could full under many of the gemes of hooks that hoys enjoy
reading, including action, survival, heroic tales, and historical information, there are other
types of hooks that interest hoys. Librarians should make certain they offer programs
involving these hooks as well as filling their collection with material that hoys will read.
Teenagers will read realistic young-aduh fiction, fantasy, science fiction, horror, and
primarily nonfiction, including biographies, as well as fuctual hooks on their personal
interests (Kropp 133). A librarian should focus on these interests that hoys have in
reading to have a hoy-frieudly section. He or she should "buy a few less novels and put
that money into periodicals: magazines, comic books and newspapers" (Jones 4).
If a young adult section is full of material that will attract hoys, they will he more
likely to read. Some of this material, primarily westerns and science fiction novels, are
located in the adult section. These sections should either he next to the young adult
section, or if that is not possible, a few of those books should be moved from the aduh
section to the young aduh section periodically and the librarian should be available to
show the boys where the rest of the collection is once they seem interested. Another tactic
is to move the material to the place where middle-school aged hoys cougregate, near the
computer section, copiers, and study tables (Jones 4). If the books and magazines are in
sight, a hoy is more likely to pick them up and el\ioy reading.
There is always a strict budget for purchase of materials. The main question that
must he asked is that of hardback hooks versus paperback. The advantages to paperbacks
is that this is the preferred format for teens to read due to a number of factors, they are
easy to trausport, multiple copies can he purchased to meet demand, tad hooks can he
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bought, they are cheaper than hardback, more will frt on a she~ series fiction is only
found in this fonnat, and covers are nx>re exciting (Jones 114). However, hardbacks
cannot be completely ignored by librarians because oftentimes this is the only way of
getting current nonfiction that will be applicable for students to read. A library should
purchase more paperbacks, particularly in tbe fiction section, but hardbacks must still
consist of a portion of the budget.
The location of materials, particularly for small libraries, is an important issue.
The optimal situation is to have an entire room devoted to young adults so that they can
have a place ofretreat to socialize, find materials, read, and do homework. As Jones
says,
Not only does having a YA area answer teens' need for independence, but
it also can be the place where exciting things happen. Better, from most
staffs perspective, a YA area means Y As will congregate there rather than
spreading their (potentially disruptive) energy tbrough the entire building
(34).
However, this is not an option for many libraries, due to space constraints. In that case,
the minimum amount of space that must be provided for young adults is a section of
shelving that can be claimed by young adults as '1heir space," preterably with room for
chairs or tables for gathering and working.
When young adults have their own area, this space, no matter how small, can be
made into an attractive and inviting place for students to gather. An idea for attracting
teens to the area would be to decorate according to a theme each month, which could be
holiday based, but more preferably genre-based. This could be inspired by some
26
historical event for that month such as an author's birthday or a famous date of discovery.
The theme must be connected to lx>oks that are displayed in a prominent area so that
students can read about the monthly theme in both fictional and non-fictional formats.
An idea for a monthly theme that can be used to attract boys to reading would be
to decorate the section in a western motU: paying attention so as not to be too childish in
decorating. Cowboy hats could adorn the walls along with pictures of scenery and
historical characters-wanted posters would be especially nice-and rope could be
draped between shelves (perhaps rope that has been tied in a demonstration program for
boys and ropes).
The librarian should adjust the YA section each month to gather the
books appropriate for that month's topic and place them in a central, labeled section so
that teens can find them easily. Librarians should be nearby to answer any questions and
to direct them to certain books if the teen seems interested in a particular scene or poster
on the wall.
While having material Y As will prefer is vastly important, another way to get
boys to read is for a librarian or teacher to "get into the classroom and booktalk,
including lots of nonfiction" since this is what attracts boys most readily (Jones and
Fiorelli 3). A librarian should always be prepared to give a short, informal booktalk on
books in his or her collection. A booktalk is a way to describe a book in such an
interesting manner that the listeners feel compelled to read the book for themselves. The
ending to a lx>ok must never be given away during a lx>oktalk, but suspense is a good tool
to incite reading. The person doing a booktalk can pretend to be a character in the book,
can quote passages from the book, do a short plot summary without telling too much, or
emphasize a certain characteristic of the book, such as its humor. Each of these methods
27
is appropriate for different books, but all are helpful tools to interest boys to particular
books they would enjoy.
It is a sad fact that few English teachers and librarians will be male, so a boy
needs to see examples of men reading to convince him that reading is not a solely
feminine activity. A great way to show that males enjoy reading is to recruit the coach of
the boys' sports teams for assistance. There are many activities that he could help do
''from read-alouds on the bus to away games to having athletes read to younger children"
(Jones and Shoemaker 3). These are just a few ways that teachers and librarians can get
involved and help inspire boys to read for fun, from showing them interesting books to
promoting reading through a male role model.
Once a boy has begun reading, encourage him to continue. Do this by asking
about what he has just read. Ask him what happened in the book, rather than ifhe liked it
or not, which will merely produce a one word answer. The opJXtrtunity to find out more
about the boy will have passed. Once a librarian, parent, or teacher knows why a certain
book was enjoyed. or even why it was not, he or she can help suggest more materials that
the boy might like to continue his interest in reading. Once a boy has begun reading and
is encouraged to continue, he will realize what an entertaining hobby reading can be, and
will bopefully continue reading long into his future.
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Conclusion
Boys trail girls in literacy, a fact that those who teach boys should be aware of
and strive to correct. Boys must be trained to realize that reading can be enjoyable, is not
a feminine pasttime, and that there are materials that boys like to read----even if those
materials are not commonly taught in a classroom. To do this a teacher or librarian must
provide examples of male reading and work on the collection of materials offered to boys
to make sure that the types ofliterature tbey enjoy, such as non-fiction and action tales
are available. The literature must be provided in a format that boys will enjoy and should
be displayed in the library in a plaee that boys will access.
Through the research gathered here, a teacher or librarian can see the necessity of
belping boys to enjoy reading so that tbey can succeed in tbe classroom and in life. Once
the necessity is ingrained, the ideas on how to help boys can be employed. Boys need
special attention in the area of reading. While boys may read if they are forced to do so,
they will not enjoy the task under this circumstance and will not continue. Therefore, a
boy must learn to enjoy reading in order to maintain the habit into the future. Western
literature is a prime example of a medium to help boys to enjoy reading and the
prevalence of such literature will keep them reading for long into their future, a goal that
teachers, parents, and hbrarians have for aU of their children.
Sinee the interview with my brother Shane last school year, he has exemplified
even more of these findings. He is now in sixth grade and still does not enjoy novels. He
would rather read anything sports-related to gain information about his interests. He
reads the sports section in the newspaper almost every day and reads non-fiction accounts
of his fuvorite sports stars from the library. The reading that he enjoys is not taught in
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classrooms, and is still not encouraged by his school librarian, but he hopes that they will
soon become more aware of the necessity to promote reading that ooys enjoy so that
other boys can see that their reading habits are valid as he can see that his are.
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Works Cited
Abel, Larry. Personal Interview. 5 October 2003.
Abel, Shane. Personal interview. 20 April 2003.
Durham, Phillip. The Negro Cowboys Omaha: University of Nebraska Pr, 1983.
Erickson, John R. The Modern Cowboy Omaha: University of Nebraska Pr, 1984.
Grey, Zane. Riders of the Pornle Sage New York: The Modem Library, 2002.
Jones, Patrick. Connecting Young Adults and Libraries: A How-To-Do-It Manual 2""
ed. New York: Neal-Schuman Publishers, Inc., 1998.
--- and Dawn Cartwright Fiorelli. '"Overcoming the obstacle course: Teenage
boys and reading." TeacherLibrarian, 30.3. Feb. 2003.
m
and Joel Shoemaker. Do It Right! Best Practices for Serving Young
Adults in School and Public Libraries New York: Neal-Schuman Publishers,
Inc., 2001.
Kropp, Paul. Raising a Reader: Make Your Child a Reader for Life New Yorle
Doubleday, 1996.
Lamour, Louis. The Daybreakers New York: Bantam Books, 1960.
---. "The Cactus Kid Pays a Debt." Long Ride Home New York: Bantam Books 1989 518.
---. "'That Triggernometry Tenderfoot." Long Ride Home New York: Bantam Books
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---. "Shandy Takes the Hook." Long Ride Home New York: Bantam Books 198985-97.
Lewis, Meriwether and William Clark. The Essential Lewis and Clark Ed. Landon Y.
Jones. New York: HarpeICollins, 2000.
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Lucey, Helen and Valerie Walkerdine. "Boys' Underacheivement: Social Class and
Changing Masculinities." Combating Educational Disadvantage: Meeting the
Needs of Vulnerable Children Theo Cox, ed. London: Falmer Press, 2000.
McMurtry, Larry. Boone's Lick New York: Simon & Schuster, 2000.
Millard, Elaine. Differently Literate: Boys. Girls. and the Schooling of Literacy
London: Falmer Press, 1997.
Pollock, William. "Real Boy's Voices." School Library Journal 47:1. 31. 2000.
Rider, Rowland W. The Roll Away Saloon: Cowboy Tales of the Arizona Strip Logan,
Utah : Utah State University Press, 1985.
Smith, Michael W. and Jeffrey D. Wilhelm. Reading Don't Fix No Chevys Portsmouth,
NH: Heinemann, 2002.
"Teenage Growth & Development: 11-14 Years." Palo Alto Medical Foundation 2001.
15 October 2003. <http://www.pamf.org/teenJparents/health/growth-II-14.html>.
Udall, Stuart. Beyond the Mythic West New York: Gibbs Smith, 1990.
Wister. Owen. The Virginian New York: Penguin Books, 1988.
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Works Consulted
Brooks, B., O'Dell, K., and Jones, P. "Will boys be boys? Are you sureT' Voice of Youth
Advocates 23. 2000: 88-92.
Reed, Arthea 1.
s.
Comics to classics: a parent's guide to books for teens and preteens
Newark, DE: International Reading Association, 1988.
Van Vliet, Lucille W. Approaches to Literature through Genre Phoenix: Oryx Press,
1992.
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